Read all 59 national meanings, their unchanged canonical records and native source rows. All ten CDs/full achievement standard are context; a listed code or source is not attained coverage. The inherited forty-week map is historical planning, not current delivery. No freshly downloaded workbook or complete year/folio/all-state claim.
| National component | Actual opportunity in this bank | What is still outside the claim |
|---|---|---|
| AC9HS2K01 local significance | Optional adult-approved actual local substitution can identify one stated significance reason. | Supplied geographic facts do not establish local significance for every child, cultural/spiritual importance or everybody's perspective. |
| AC9HS2K02 technology effects | Source interpretation may reinforce named travel/communication links and their limits. | A current route statement/fictional message alone does not demonstrate a documented historical technology change/effect. No full K02 coverage. |
| AC9HS2K03 divisions and interconnections | Days 13/14/19 offer real F01/F02 division relation through an original nesting model and F03 broad named travel relation. Record a child's actual contribution separately in the real-geography doorway. | Fictional model/fresh-case performance, blank responses, an adult's chain or a source being available cannot fill actual geographical knowledge. No legal boundary shape, track geometry or every regional definition. |
| AC9HS2K04 First Nations local Country/Place connections | No invented account supplied. | Needs appropriate local community authority, permission/protocols and actual meaningful teaching. Generic open licences/acknowledgements do not supply ICIP or translation permission. |
| AC9HS2S01 purposeful questions | Days 11/15/18/20 invite source-related child questions. | Repeating the supplied question is recorded as support, not necessarily independently developing one. |
| AC9HS2S02 collect/sort/record | Days 12/13/16/19 use labels, keys, source details and edition order. | A source-check date is not an event/edition; spacing is not a quantitative scale. Only actual child selections recorded. |
| AC9HS2S03 interpretation | Choose view/key; distinguish omission/change, route/track and stated/unknown. | Unsupported hours, physical changes, actual service/reader result remain unknown. |
| AC9HS2S04 perspectives | Day 17 and each distinct fictional case give complete stated voices. | Fictional wishes do not establish real identities, universal access or actual community views. |
| AC9HS2S05 conclusions/proposals | Repair overclaims, make a useful guide choice and retain a limit. | A plan is not actual use; redesign or reader feedback is optional and recorded only if it happens. |
| AC9HS2S06 source/subject communication | Guide, source-linked statement, label/key explanation and own responses. | No response-length, fluency, handwriting, neatness, speed or public-sharing quota. |
Four families/eight first-later cases offer 32 original case-specific components: purposeful question; related source detail; stated perspectives plus limit; proposal/conclusion with communicated reason. These fictional cases sample skills, not real K03. Context alternatives are not calibrated equal-difficulty forms. Staff criteria/examples/next teaching are source-specific company interpretations, not official QCAA rows/grades.
The current QCAA alignment includes all AS/CD meanings; standard elaborations support on-balance judgments across a folio after opportunities to learn. Our small component record does not supply that folio. Components may be offered across suitable sittings with usual communication/neutral reading and faithful scribing identified. Keep the child’s contribution distinct from an adult’s supplied answer. Response length is not quality; these are original formative components, not a complete folio or Year 2 reporting grade.
Modified from Year 2 HASS alignment, Year 2 HASS standard elaborations, November 2023, and Years 1–2 HASS conditions, October 2023, © State of Queensland (QCAA) 2023, CC BY 4.0; item exceptions and separate ACARA attribution apply. Queensland teachers apply current school/sector requirements; other jurisdictions require their own authority/context review.